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Il task plurilingue: uno strumento didattico per la promozione dell’apprendimento interculturale e di inclusione sociale

Gisela Mayr    Libera Università di Bolzano, Italia    

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abstract

Failing to acknowledge the presence of cultural and linguistic diversity within the scholastic institution, alongside with its monolingual habitus, causes the marginalization of entire groups of learners, whose effective and active participation in the democratic process of learning is prevented. The creation of plurilingual tasks to the contrary aims at promoting intercultural competence and inclusion, both of which can only be initiated, if all languages and cultures present within the learner group are included in the learning process. The present qualitative study aims at identifying emergent forms of inclusive and intercultural learning in such plurilingual task-based learning settings.

keywords: Plurilingual task. Inclusion. Mediation. Multilingualism. Intercultural learning.

Language: it

Submitted: May 27, 2020   Published: Feb. 23, 2021  
permalink: http://doi.org/10.30687/978-88-6969-477-6/014

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License